Mon | Jan 21, 2019

Skill learning concepts

Published:Tuesday | February 10, 2015 | 12:00 AM

CSEC PE Lecture - Jennifer Ellison-Brown

The quality of a performance is largely determined by how skilful the performer is.

Different skills are needed to perform and participate in different sport activities. The individual becomes familiar with these skills by practising, which eventually leads to mastering the skill. Once the skills have been mastered, they can be executed effectively, consistently, and efficiently within a competitive game or activity.

Therefore, we can define skill as the learned ability to choose and perform consistently the right techniques (basic patterns of movements) at the right time with maximum certainty and efficiency.

Types Of Skill

There are many different sports and an amazing variety of physical skills. Physical skills involve the movement of the body and are normally called motor skills.

Motor skills take time to learn and are the result of a series of mental and physical processes, developed through practice.

Some motor skills involve movement of a large group of muscles. These are known as gross motor skills, e.g., activities that use large blocks of muscles to produce powerful and skilful movement such as javelin throws.

Other motor skills involve the movement of small groups of muscles called fine motor skills, e.g., the action of the wrist movement in a badminton shot. Gross and fine motor skills need to be performed consistently for successful performance.

Motor skills can be divided into open and closed types. The division between open and close skills is based on the type of situation or environment in which the skills are used.

Open Skills

These are performed in situations which continually change, and the player has to keep adapting to the change as it happens. Successful performance depends on the players' ability to see what is going on; accurately interpret what is happening; anticipate and act in the right way at the right moment, e.g., intercepting passes; moving into position to receive passes, saving a goal, etc.

Closed Skills

These are performed in predictable and stable conditions. You have to try and produce the movement in the same way each time. Skills such as cartwheels in gymnastics and free shots in basketball are examples.

Most motor skills and sports lie somewhere between open and closed and can be considered as being at either end of a continuous system or continuum. Between the two ends of the continuum are skills made up of both open and closed elements. A continuum is a line which allows for skills made up of open and closed elements to be shown.

All skills need to be practised under conditions as close as possible to those in which they are going to be performed in. Open skills need to be practised in situations which involve change. Closed skills needs to be practised in exactly the same way each time - repetitive, emphasising the same elements over and over. Skills with open and closed elements need both types of practice.

Phases of Skill Learning

The learning of a skill goes through phases. The length of each will depend on the difficulty of the skill, level of ability, and the amount of practice. The three distinct phases are the cognitive, the associative, and the autonomous.

Cognitive Phase

This is the beginners phase. The skill is new. Clear demonstrations, simple instructions, and practising are needed. Emphasis must be on technique and not outcome. Many errors, jerky performance, and inaccuracies will occur, however, praise for correct actions must be given.

Associative Phase

Techniques are learnt and the concentration is on practising the skill. Performance improves, fewer errors are made, and the individual begins to analyse movements and make corrections through internal (use of senses) and external (the coach) feedback.

Autonomous Phase

Expertise is developed and the skill is now performed automatically. The skill is now performed consistently, effectively, and efficiently. More concentration is on decision making concerning strategies and tactics, e.g., a tennis player concerned about where to play the best shot rather than the shot itself.

Knowing about the different phases helps coaches to plan training activities that match the development of each performer. It is important to learn the skill correctly as you move through the phases because bad habits in the cognitive or associative areas can be difficult to correct later.

Next week: Factors affecting performance.